This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions The Strange Situation Technique Video: Ainsworth’s Strange Situation Plenary: Consolidation Question Ainsworth’s Procedure Ainsworth’s Findings on Attachment Types Summary Table of Key Findings Activity: Complete the Table Exam Practice with Mark Scheme: Short answer question, Application question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Evaluation question Plenary: Consolidation question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Neurons Parts of a Neuron Diagram Activity: Label the parts of a Neuron Exam Practice with Mark Scheme: ‘Describe’ Question Synaptic Transmission Video: 2-Minute Neuroscience: Synaptic Transmission The Four Key Steps of Synaptic Transmission Excitatory Postsynaptic Potentials and Inhibitory Postsynaptic Potentials Types of Neurons: Motor, Sensory and Relay Neurons Exam Practice with Mark Scheme: Outline, Short answer questions Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key questions Video: What is Offender Profiling? Offender Profiling The American Approach: Top-Down Profiling What is the American Approach called ‘Top-down’? Organised vs. Disorganised Offenders Characteristics of Organised Offenders Characteristics of Disorganised Offenders Constructing an FBI Profile Activity: Application Task Case Studies: Ted Bundy, Richard Chase (The Vampire of Sacramento) Exam Practice: Short Answer Question with Mark Scheme Evaluation worksheet Evaluation points Exam Practice: Evaluation question with Mark Scheme Plenary: Consolidation question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key questions Video: Defining Disorders Diagnosis in Psychology: The DSM-V Specific Phobias in the DSM-V Phobia Prevalence in the UK Trypophobia Activity: Fear or Phobia Video: Khan Academy - Phobias Behavioural Characteristics of Phobias Panic Avoidance Endurance Emotional Characteristics of Phobias Anxiety Fear Unreasonable Emotional Response Cognitive Characteristics of Phobias Selective Attention to the Phobic Stimulus Irrational Beliefs Cognitive Distortions Exam Practice with Mark Scheme: Application questions Plenary: Consolidation question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Observational Design Structured ObservatiOns Unstructured Observations Behavioural Categories Sampling Methods: Continuous Recording, Event Sampling, Time Sampling Activity: Evaluation Questions Evaluation Points Exam Practice with Mark Scheme: Observational Design Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Neural Mechanisms in Aggression Video: 2-minute Neuroscience on The Limbic System The Limbic System The Amygdala Gospic et al. (2011) - The Ultimatum Game The Role of Serotonin Key Research: Serotonin and Aggression Hormonal Mechanisms in Aggression Testosterone and Aggression Key Research: Testosterone and Aggression Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Neural Mechanisms in Aggression Activity: Complete the Double Whopper Paragraph Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions The Interactionist Approach The Diathesis-Stress Model Video: How does the diathesis-stress model explain Sz? Meehl’s Model Modern Understanding of Diathesis Modern Understanding of Stress Treatment According to the Interactionist Model Activity: Check Your Knowledge Questions Evaluation worksheet Evaluation points Exam practice: Structuring 16 Mark Essay Questions Mark Scheme Example Structure Plenary: Topic Review

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Video: Schizophrenia with question sheet Key Fact about Schizophrenia Classification of Schizophrenia: The DSM-5 and ICD-10 Positive Symptoms: Hallucinations, Delusions Negative Symptoms: Avolition, Speech Poverty Activity: Positive vs Negative Symptoms of Schizophrenia Summary of Positive, Negative and Cognitive Symptoms Video: What is it like to live with Schizophrenia? Evaluation worksheet Evaluation points Exam practice: Short answer, Evaluation Question with Mark Scheme Plenary: If this is the answer, what is the question?

This fully editable lesson is designed for the AQA A-Level Specification (June 2019), focusing on Milgram’s Variation Experiments and the impact of situational variables on obedience. This lesson provides students with an in-depth understanding of how factors like proximity, location, and uniform affect obedience levels, drawing on real-world applications and critical evaluations of the research. Key Features: Comprehensive Lesson Slides: Explores Milgram’s situational variables, including proximity, location, and uniform, and their effects on obedience. Each variation is explained with key findings and contextual applications. Interactive Activities: Features engaging tasks like the “Higher or Lower” activity, where students predict how obedience rates change under different conditions. A summary worksheet also reinforces the learning, prompting students to complete data tables and graphically display the findings from Milgram’s variations. Assessment Materials: Includes exam-style questions, such as evaluating the situational variables and understanding their impact on obedience, along with model answers and evaluation worksheets to support student exam preparation. Critical Evaluation: Students are guided to evaluate Milgram’s methodology, considering both strengths (like control and replicability) and limitations (such as ethical concerns and demand characteristics). The lesson also discusses the socially sensitive implications of situational explanations for obedience. This resource is ideal for classroom teaching and independent study, helping students deepen their understanding of obedience and the situational factors that influence human behaviour.

This fully editable lesson is designed for the AQA A-Level Specification (June 2019), focusing on Asch’s Research (1951, 1955) and its exploration of conformity. This resource offers students a detailed understanding of Asch’s experiments, key findings, and critical evaluation, including variations in group size, unanimity, and task difficulty. Through engaging activities, exam practice, and model answers, students will deepen their grasp of social influence and its real-world applications. Key Features: Comprehensive Lesson Slides: Covers the methodology, findings, and conclusions of Asch’s research on conformity. Includes an in-depth look at variations in his experiments and their impact on conformity levels. Interactive Activities: Features a “Do Now” task on types of conformity, a “Think-Pair-Share” discussion on Asch’s findings, and the “Asch by Numbers” activity, where students connect key statistics to Asch’s research. Assessment Materials: Includes a practice exam question on the variables affecting conformity, such as group size and unanimity, with guidance on how Asch investigated these variables. Model answers and structured evaluation worksheets further reinforce understanding. Evaluation and Critical Thinking: Students are encouraged to critically evaluate Asch’s research by examining its strengths and limitations, including sample bias, ecological validity, and the impact of changing societal norms on conformity. This resource is ideal for both classroom teaching and independent learning, making it a valuable addition to your psychology lessons on social influence.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Control of Variables Extraneous Variables Exam Practice Question with Mark Scheme Confounding Variables Exam Practice with Mark Scheme Demand Characteristics Exam Practice with Mark Scheme Investigator Effects Randomisation Standardisation Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Descriptive vs. Inferential Statistics Inferential Statistics in Psychology Statistical Tests: Wilcoxon, Related t-test, Chi-squared, Mann Whitney, Unrelated t-test, Spearman’s Rho, Pearons r Learning the Decision Tree When to Use Parametric Tests Statistical Tests: Exam Practice with Mark Scheme: Statistical Tests, Comparing the Calculated and Critical Value YouTube Video linked on Statistical Testing Plenary: Consolidation

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Interference theory Types of Interference Retroactive and Proactive Interference Video: Proactive and Retroactive Interference Key study: McGeoch & Mcdonald (1931) Activity: Proactive or Retroactive Interference? Activity: Check Your Knowledge Questions Evaluation worksheet Evaluation points Exam Practice: Short answer, Evaluation Question Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Video: Why did the 2011 London Riots happen? De-individuation and Anonymity How does de-individuation lead to aggression? Conditions of De-individuation The Role of Self-Awareness Research: Dodd et al. (1985) Evaluation worksheet Evaluation points Activity: Application Scenario - Help not Harm Exam Practice with Mark Scheme: Planning 16 Questions with Application Plenary: Consolidation Question

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Video: The body’s physiological response to stress Anxiety and Eyewitness Testimony Does anxiety have a negative effect on recall? Johnson & Scott’s (1976) Research The Weapon Focus Effect (aka Tunnel Theory) Does anxiety have a positive effect on recall? Yuille & Cutshall’s (1986) Research Explaining the Contradictory Findings The Yerkes-Dodson Law Video: The Yerkes-Dodson Law Applying the Yerkes-Dodson Law to Anxiety Evaluation worksheet Evaluation points Exam Practice: Application, Evaluation Questions with Mark Scheme Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Desensitisation Research on Desensitisation: Weisz and Earls (1995) Disinhibition Cognitive Priming Research on Cognitive Priming: Greitemeyer (2006) Video: The ‘No Russian’ Controversy Activity: Concepts - Selena Get’s Educated Exam Practice with Mark Scheme: Short answer Question Evaluation worksheet Evaluation points Activity: Concepts - Arthur’s Turn Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation Question Activity: Topic Recap

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Dispositional Explanations for Institutional Aggression in Prisons The Importation Model (Irwin and Cressey, 1962) Research: DeLisi et al. (2011) Situational Explanations for Institutional Aggression in Prisons The Deprivation Model (Clemmer, 1958) Research: Steiner (2009) Activity: Apply it Task Video: A Day in Jail Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Short Answer Question, Planning 16 Mark Questions Plenary: Consolidation Question